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Cake day: November 17th, 2024

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  • My main concern is the kid might feel entitled to what they are provided from their parents. That is not necessarily a problem in of itself, but I would be worried if my kids are not aware of how hard it would be to get a house or a car from nothing, because they never need to work for it. And I would be very upset if they cannot empathize with people who are not provided these things by their parents, hence doesn’t support public projects that benefit the less fortunate.


  • I growup with my mom preping me for “moving out at 18”, in the end, they did support me during college and give me some down payment for my apartment.

    I still feel quite bad asking my family for money till this day, because I was taught that way. If it isn’t my wife pushing to get an apartment, I probably will rent until I can pay for my own place. I am honestly quite grateful for them paying for my college because it is not a small expense; and I understand most people don’t have these luxuries.

    I feel their teaching let me save when I can, built up a lot of tolerance towards my environments and people around me, and develop a lot more empathy. I don’t know if there is a causal link, but I find people around me who talk a lot about “everyone should bootstrap themselves” often comes from richer families and they get much more than what I got from my parents. Quite honestly, I am very grateful I do not think like them, and I prefer my kid to not think like that as well.

    To be completely clear, I am not claiming I am unlucky or have bad parents. My parent, despite forcing me to be independent, are still a great safety net for me. I try my hardest to live on my own and I happens to not need anything else from them (besides enormous college tuitions and down payment 🤣), but I am sure they will provide me whatever I need if I truly needed it.





  • Sure, I have no problem with analogy. I called them lie simply to peak people’s interest, but in research and teaching, lies can often be beneficial. One of my favorite quote (I believe from Mikołaj Bojańczyk) is “in order to tell a good story, sometime you have to tell some lies”.

    At the begining of undergrad, “not lifting pen” is clearly a good enough analogy to convey intuition, and it is close enough approximation that it shouldn’t matter until much later in math. I can say “sin(1/x) is a continuous function on (0,1] but its graph is not path connected”, which is more formal, but likely not mean anything to most of the reader. In that sense, I guess I have also lied :)

    However, I like to push back on the assumption that, in the context of teaching continuous function, the underlying space needs to be bounded: one of the first continuous function student would encounter is the identity function on real, which has both a infinite domain and range.



  • Functions on real numbers are incredibly werid.

    There are continuous but nowhere differentiable functions.

    There are continuous and monotonically increasing function that goes from 0 to 1 (i.e. surjective function [0,1] →[0,1]), that “almost never” increases; specifically, if you pick a point at random, that point will be flat on said function with probablity exactly 1 (not almost 1, but exactly 1, no approximation here).

    More impressively, you can have function that is continuous, but you cannot find a connected path on it (i.e. not path connected). In plain word, if anyone told you “a function is continuous when you can draw it without lifting your pen”. They have lied to you.

    EDIT: the last one (crossed out) is wrong. Intuitively “topologists’ sine curve” contains two parts; you can neither find a distinct seperation for them (i.e. “connected”), nor can you draw a path that connects the two part (i.e. not “path connected”). However, topologist’s sine curve is not the graph of a continuous function.